Preliminary-Blueprint-Eng
Preliminary-Blueprint-Eng
Preliminary-Blueprint-Eng
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A-17<br />
school quality<br />
Subtopic Example topic raised in the<br />
National Dialogue<br />
Class size The Ministry should enforce<br />
smaller class sizes in schools to<br />
improve student outcomes.<br />
Student<br />
discipline<br />
The Ministry should give more<br />
attention to student discipline.<br />
ICT The Ministry should improve<br />
ICT facilities in all schools.<br />
Infrastructure The Ministry should convert<br />
all double-session schools<br />
to single-session schools to<br />
improve student outcomes.<br />
Performance<br />
management<br />
The Ministry should ensure<br />
schools have sufficient<br />
allocation for infrastructure<br />
maintenance.<br />
The Ministry should review<br />
KPIs to measure student<br />
performance. Current KPIs<br />
focus too much on academic<br />
results and examinations<br />
rather the more important<br />
issues of plummeting quality of<br />
education.<br />
Ministry response/action Reference<br />
Research shows that factors like class size have less impact<br />
on the quality of student outcomes versus factors like teacher<br />
quality. As such, the Ministry will be maintaining the current<br />
policy threshold of a maximum of 35 students per class. The<br />
focus for the Ministry will be on improving conditions in the<br />
11% of schools with class sizes of more than 35 students.<br />
The new school, district, and state dashboards to be rolled out<br />
in 2013 include a metric on disciplinary performance, which<br />
will be a focus area for school performance management<br />
The Ministry is rolling out 1BestariNet, a 4G network and<br />
virtual learning environment to all 10,000 schools by mid-<br />
2013. It will also look into increasing the number of computers<br />
in schools, and providing adequate training to teachers and<br />
schools to ensure that ICT can be embedded into day-to-day<br />
teaching and learning activities.<br />
The Ministry analysed performance of students in both single-<br />
and double-session schools and found student outcomes to be<br />
comparable on multiple dimensions: academic, co-curricular,<br />
and student discipline. A significant number of schools today<br />
are double-session schools, and there are significant cost<br />
implications on converting all these schools. As such, the<br />
Ministry will review school needs on a case-by-case basis to<br />
determine if concerns of overcrowding are best addressed<br />
by conversion, or if other measures such as the provision of<br />
additional classrooms may be more appropriate.<br />
The Ministry will continually review and provide an annual<br />
school maintenance budget moving forward.<br />
The Ministry has developed a comprehensive set of KPIs that<br />
have an increased focus on critical inputs that affect student<br />
outcomes, like number of hours teachers spend on teaching<br />
and learning and participation in co-curricular activities. It<br />
will also continue to benchmark performance of the entire<br />
system against international standards such as TIMMS and<br />
PISA, to ensure comparability with other school systems.<br />
Chapter 6<br />
Chapter 4<br />
Chapter 6<br />
Chapter 6<br />
Chapter 6<br />
Chapter 6 for revising<br />
Ministry<br />
KPIs, Chapter<br />
4 for revising<br />
curriculum and<br />
examinations